Introduction and Claim
Education systems continue to change within the global perspective. Technology and globalization have played crucial roles in initiating these changes. Home schooling is one of the key innovative techniques that have emerged. There are various benefits accrued to this system of schooling (Houston & Toma 920).
Nonetheless, the system of home schooling remains highly debatable. Whilst the system has many supporters, there are also parties that highly oppose it. It is clear that being a new system; the concept is likely to face grievous challenges and opposition. Most authorities base their educational systems on transparent structures supported by legal government agencies.
Evidently, this enables the ease of information transfer. Apart from this, monitoring of learning activities can be done from a focal point. Proper and effective organizational procedures are also observed within the public learning systems. These highlight some of the fundamental disparities between the new home schooling public schooling approaches.
Despite these differences, many people presently prefer the home schooling strategy (Romanowski 79). Indicatively, information and communication technology, (ICT) has played a crucial role.
Through application of relevant technology, most people can now access universal and advanced learning materials online. This process is independent and can even occur within very remote areas. This is a Rogerian essay exploiting the different arguments and debates about the home schooling system.
Background
Parents and other stakeholders are able to save a lot from the home schooling system. There are economic gains due to reduced costs associated with travelling, school levies, uniforms, and outside meals (Sweetland 8).
Generally, the system allows parents to increase on their savings while maximizing their monitoring techniques on the children. In this system, teachers, mentors or facilitators are hired as external consultant. This provides room for flexibility and adaption. Particularly, this benefit relates to the learner and the person offering knowledge.
Dispensation is not limited or restricted to specific times or period. The learner and the facilitator are able to twist or manipulate the learning times in a way that satisfies their comfort and schedule. Most investigations indicate that the learning capacity of students within highly restricted public school systems might be compromised (Houston & Toma 924).
Normally, this occurs due to diverse factors. For instance, students might feel the systems are punitive and corrective. Therefore, home schooling offers the most suitable and comfortable environment for the academic development of learners. Generally, the benefits of home schooling are diverse, just like those of the public education systems.
Proposition, Opposition, Strengths and Weaknesses
Psychological investigations indicate the significance of guidance and counselling in enhancing a learner’s capacity. Specifically, this relates to counselling processes that might arise from close relatives such as parents. Most parents and guardians are more likely to enjoy.
This is because they monitor their children as they learn through home schooling (Houston & Toma 927). However, only the parents or guardians that work from home might live to experience such benefit. On the other hand, students receive support when completing their homework and other learning related activities. There are minimal instances of group psychology.
Peer pressures common within public schooling systems are highly minimized. This is a positive factor since the students are able to learn without disturbance from other peers. Evidently, peer influence and mob psychology have detrimental impacts in the level of performance of affected learners. Home schooling enables the learner to concentrate purely in talent development (Rivero 197).
Through this system, the students do not have to learn other general courses or subjects that might not be of any help to them. Since, it is done at home, there is a high level of flexibility and the learners focus majorly on their strengths and areas of interest.
Thus as indicated by most scholars, the system is ideal for the development of novelty, originality and innovation amongst learners. There are obvious economic merits of this system. These are applicable to both the learners, instructors and parents or guardians.
Various facts have been developed to oppose the home schooling system. According to some opposing sources, social aspects form fundamental recipe for healthy development. Learners must be socially exposed to accomplish complete wellbeing and experience the diversity of the world. The basic fact here is that when learners are enclosed into a confined room, they might develop unhealthy social tendencies.
Therefore, home schooling limits the level of social integration and diversification. Enclosed learning systems have led to the development of weird individual characters and practices.
Some of these learners have turned out to be introverts and psychopaths (Houston & Toma 930). Exclusion of learners from the rest of the society leads to dangerous consequences. Notably, they develop minus interactive skills. This might affect their mode of reasoning and socialization with others.
Normally, social exposure is critical for the development of an individual’s self-esteem. Most studies reveal that socially excluded learners remain naïve and incompetent. They are not able to express themselves within any public domain or forum (Rivero 197). Thus, it is clear that home schooling has negative impacts on the ability to nurture leader ship competencies amongst various learners.
Largely, there is sense in explaining the impacts of social exclusion on leadership development. Other than this, the opponents have an important point in noting the effects of lack of adequate interaction for learners within the home schooling system. Nonetheless, there are other crucial reservations on this consideration. For example, an effective home schooling system must establish an adequate social forum for all its clients.
Mostly, the learning process occurs in groups. This promotes sufficient socialization and exchange of potential ideas amongst these learners (Butler 44). This revelation highlights one of the weakest points for the opponents of the system.
This is because systems vary and inclusion of social aspects might as well lead to effective learning. It is clear that the claims of the opponents are far much behind the merits associated with the system. Generally, the opponents base their claims on propositions that are not yet proved as facts in an empirical manner. Observably, there are also few investigations regarding the claimed disparities.
Conclusion
The debate on home schooling system of education is heavy. It is critical for stakeholders to base their arguments on empirically tested and sound principles. In this way, the admirers of this system might be able to evaluate their options in a rational manner. The government and other related authorities have a role in improving present education systems.
Support is necessary within all systems to ensure that even the minority groups benefit. It is vivid that a remarkable number of people have adopted the home schooling system. Therefore, there is need for sufficient support to enhance the efficiency and outcome of the system. Collaborative action and sustained support are crucial elements in the propagation of this system.
Works Cited
Butler, Shery. “The “H” Word: Home Schooling.” Gifted Child Today, vol. 23, no. 5, 2000, p. 44.
Houston, Robert G, and Eugenia F. Toma. “Home Schooling: An Alternative School Choice.” Southern Economic Journal, vol. 69, no. 4, 2003, pp. 920-935.
Rivero, Lisa. “Progressive Digressions: Home Schooling for Self-Actualization.” Roeper Review, vol. 24, no. 4, 2002, p. 197.
Romanowski, Michael H. “Common Arguments about the Strengths and Limitations of Home Schooling.” The Clearing House, vol. 75, no. 2, 2001, p. 79.
Sweetland, Scott R. “Theory into Practice: Free Markets and Public Schooling.” The Clearing House, vol. 76, no. 1, 2002, p. 8.